Affiliated Schools and their COPs
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slmkhoo\" post_id=\"2023489\" time=\"1620633502\" user_id=\"28674:
I believe ACSI provide a very good write up of https://www.acsinternational.edu.sg/wp-content/uploads/2021/01/IBDP-EXAMINATION-2020-RESULTS-14-Jan-2021.pdf for comparison.
The blue bit refers to non-international schools, i.e. those with PSLE COP. That's partly/mainly because demand > supply. For the local international schools, at least for 1 school, they only require that the child is eligible for Express. And while they publicise their top IB scores, I don't know about the rest of the students. I would hazard a guess that not that many would make it to local universities even if they were Singaporeans, and since many probably are foreigners, they won't even be trying (because it's harder to get in if you aren't Singaporean).SG_KP1\" post_id=\"2023486\" time=\"1620633027\" user_id=\"188234:
I've always wondered how many people actually pick the curriculum vs. just picking the school (and then accept whatever curriculum they are offering)? I would think the schools that are offering IB would likely have a high COP regardless.
And I don't think the IB itself is better suited to any particular scoring range. It just happens that only the better scoring students can qualify directly after PSLE. I think that is part of the question (hope) as to whether a broader range of schools can offer IB (although I always assumed the answer given above was the reason why we don't see other options).
ACSI has 2 perfect scorers (45); ACS(I) has 273 students scoring between 42 to 45 points.
92% of ACSI students scored above the world average of 29.81 points and the school average is 35.7 points while ACS(I) cohort of 443 students achieved an average score of 41.8 points with 100% passes. 363 (82%) of them also obtained 40 points and above.
HCIS also tells a similar story as ACSI. -
https://www.sji-international.com.sg/school-life/university-guidance
The average IB score at SJI International is 38. Which means, the average student at SJI International will qualify for a good number of courses (not Med) in the local universities, but they will qualify for consideration/shortlist to most top UK universities. -
https://www.hcis.edu.sg/en_US/student-learning/2020-ib-results/
At Hwa Chong International, more than half the students scored 38 points or higher, and this does open many university opportunities for them. -
SG_KP1\" post_id=\"2023482\" time=\"1620632312\" user_id=\"188234:
IB Diploma is not wholly a one-off written exam. I believe a certain assessment weightage is from the EE (extended essay), which is a 4000-word research paper that is not taken under rigid exam conditions.
Just curious, when looking at Year 5-6, do people still prefer the IB curriculum/teaching style or is it more that you (may) have a broader range of outcomes depending on the results?
I see the different teaching and assessment style in say years 1-4, and see why this is attractive to some. But I thought the IB diploma points (Year 5-6) are still basically riding on 1 written exam? It's not quite 100% like the A-Levels but I thought the vast majority of the score is coming from the final exam and not other classwork/projects (in contrast with the earlier years).
https://www.ibo.org/programmes/diploma-programme/curriculum/extended-essay/ -
zac's mum\" post_id=\"2023498\" time=\"1620637228\" user_id=\"53606:[quote=\"zac's mum\" post_id=2023498 time=1620637228 user_id=53606]
Yes, but isn't this kind of like PW? 42 out of the 45 points are still from the main 6 subjects, and I think in Year 5-6 most of the 1-7 points for a subject is from the written exam (note: should have wrote 1 written exam per subject in my original post).SG_KP1\" post_id=\"2023482\" time=\"1620632312\" user_id=\"188234:
IB Diploma is not wholly a one-off written exam. I believe a certain assessment weightage is from the EE (extended essay), which is a 4000-word research paper that is not taken under rigid exam conditions.Just curious, when looking at Year 5-6, do people still prefer the IB curriculum/teaching style or is it more that you (may) have a broader range of outcomes depending on the results?
I see the different teaching and assessment style in say years 1-4, and see why this is attractive to some. But I thought the IB diploma points (Year 5-6) are still basically riding on 1 written exam? It's not quite 100% like the A-Levels but I thought the vast majority of the score is coming from the final exam and not other classwork/projects (in contrast with the earlier years).
https://www.ibo.org/programmes/diploma-programme/curriculum/extended-essay/[/quote]
I don't have a preference for A Levels, and I am pretty much indifferent between the two. My main point was more that I thought the continual assessment (i.e. not all written exams) that is present in the lower years is not really how the diploma is scored/graded in the end. -
If I’m not wrong JC Project Work is a group project (with a write up I presume). Whereas EE is an individual piece that requires more extensive research with more reading up of sources/citations. And no scientific-type of project topics.
And regarding the written exams, apparently IB written papers require more breadth & less depth versus A level papers require more depth but narrower topics. So IB exams kinda suits people who have varied interests/knowledge across diverse fields. -
zac's mum\" post_id=\"2023505\" time=\"1620640093\" user_id=\"53606:[quote=\"zac's mum\" post_id=2023505 time=1620640093 user_id=53606]
Yes, JC PW is a group project, and the emphasis is not super-academic. More on working together, writing the report, presentation etc. And it's a H1 subject - only half-weight for local university admission, and totally ignored by all other universities. I don't know much about the EE for IB, but based on kids in my church (at least 2 of them are the \"top student\" type), it's more demanding than PW. And beyond the EE, I believe that some work in IB Y5-6 does count toward the final grade. It's not totally the final exam.
If I’m not wrong JC Project Work is a group project (with a write up I presume). Whereas EE is an individual piece that requires more extensive research with more reading up of sources/citations. And no scientific-type of project topics.
And regarding the written exams, apparently IB written papers require more breadth & less depth versus A level papers require more depth but narrower topics. So IB exams kinda suits people who have varied interests/knowledge across diverse fields.[/quote] -
slmkhoo\" post_id=\"2023508\" time=\"1620641998\" user_id=\"28674:
The ACS(I) website says internally assessed work usually counts for a minimum of 20% of the final grade (with written examination at the end of two-years accounting for the balance). I could be wrong but I don't think this goes much above ~20%-30% (hence, 70%-80% on written final exam for IBDP subject grades). Otherwise, it is nearly impossible to ensure some global standard across all of the schools.
Yes, JC PW is a group project, and the emphasis is not super-academic. More on working together, writing the report, presentation etc. And it's a H1 subject - only half-weight for local university admission, and totally ignored by all other universities. I don't know much about the EE for IB, but based on kids in my church (at least 2 of them are the \"top student\" type), it's more demanding than PW. And beyond the EE, I believe that some work in IB Y5-6 does count toward the final grade. It's not totally the final exam.[/quote]zac's mum\" post_id=\"2023505\" time=\"1620640093\" user_id=\"53606:[quote=\"zac's mum\" post_id=2023505 time=1620640093 user_id=53606]If I’m not wrong JC Project Work is a group project (with a write up I presume). Whereas EE is an individual piece that requires more extensive research with more reading up of sources/citations. And no scientific-type of project topics.
And regarding the written exams, apparently IB written papers require more breadth & less depth versus A level papers require more depth but narrower topics. So IB exams kinda suits people who have varied interests/knowledge across diverse fields.
Regardless, I do see why it is attractive, and why there is demand for it for a range of students. Just that the big change in assessment weightings are more in years 1-4 than in years 5-6. Obviously, there is still the depth vs. breadth issue, which people may have a preference for. -
To put it plainly, I’m just looking for a curriculum that gives fair credit to my child’s strengths & does not penalize him for his inability to cram info satisfactorily for one-off written exams that only accept narrow format answers. It’s like asking a fish to climb a tree for heavens sake.
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SG_KP1\" post_id=\"2023511\" time=\"1620644823\" user_id=\"188234:
From: https://www.ibo.org/globalassets/publications/recognition/assessmentbrief_web.pdf
The ACS(I) website says internally assessed work usually counts for a minimum of 20% of the final grade (with written examination at the end of two-years accounting for the balance). I could be wrong but I don't think this goes much above ~20%-30% (hence, 70%-80% on written final exam for IBDP subject grades). Otherwise, it is nearly impossible to ensure some global standard across all of the schools.
Overview
The DP utilizes both internally and externally-assessed components to assess student performance. Because of their objectivity and re-liability, written examinations at the end of the DP form the basis of the assessment for most courses. Externally assessed coursework completed by students over an extended period under authenti-cated teacher supervision forms part of the assessment for several programme areas, including theory of knowledge (TOK) essays and the extended essay (EE). In most subjects, students also complete in-school assessment tasks, which are either externally assessed or marked by teachers and then moderated by the IB. By its nature, DP assessment is summative, designed to record student achieve-ment towards the end of the course of study. However, many of the assessment instruments, particularly internal assessment tasks, are also used formatively throughout the teaching and learning pro-cess.
And later in that document:
Internal assessments
Internal or teacher assessments are used for most courses. This may include: oral work, fieldwork, laboratory work, or artistic perfor-mances. These normally contribute between 20% and 30% of the subject assessment, but can account for as much as 50% in some courses.
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